Nonduke Student/Intern
About the role
Duke University was created in 1924 through an indenture of trust by James Buchanan Duke. Today, Duke is regarded as one of America’s leading research universities. Located in Durham, North Carolina, Duke is positioned in the heart of the Research Triangle, which is ranked annually as one of the best places in the country to work and live. Duke has more than 15,000 students who study and conduct research in its 10 undergraduate, graduate and professional schools. With about 40,000 employees, Duke is the third largest private employer in North Carolina, and it now has international programs in more than 150 countries.
Be You. At Duke, we celebrate individuality and the unique perspectives that each member of our community brings. As a RePlant Project Research & Practice Team Member, you'll contribute to an innovative interdisciplinary initiative that explores the relationship between culture, history, ecology, and restoration. Whether you're an undergraduate or graduate student, you'll have the opportunity to collaborate with faculty, researchers, and community members while helping cultivate spaces that honor the agricultural traditions and foodways of Black and Native communities in the American South. This role welcomes students with diverse academic interests and experiences. No prior agricultural experience is required, just curiosity, commitment, and a willingness to engage in both intellectual and hands-on work.
Be Bold. The Duke Campus Farm and the Franklin Humanities Institute are seeking up to four student team members to support the RePlant Project, a year-long initiative in the plant humanities centered on the concept of critical restoration. Through research, community engagement, and garden stewardship, team members will help activate the Duke Campus Farm's Cackalacky Heritage Garden and Southeastern American Indian Garden (SAIG). Together, we will explore important questions about land stewardship, ecological restoration, cultural memory, and the communities connected to these landscapes.
That seems good. Next Responsibilities: "What You'll Do" list. We need to convert each line into- ...
maybe? Actually instruction: Use
- for any list of duties/requirements/benefits, and
for prose. So we can have
Responsibilities
then- with items.
Next Requirements/Qualifications/Skills: "What You'll Bring" list.
Lines:
- Current undergraduate or graduate student status.
- Interest in environmental, public, or cultural humanities.
- Enthusiasm for collaborative research and experiential learning.
- Strong communication and interpersonal skills.
- Ability to work independently and as part of a multidisciplinary team.
- Willingness to participate in outdoor activities and garden-based work.
- Interest in issues related to sustainability, restoration, foodways, agriculture, and community engagement.
We could split into Requirements (student status) and Qualifications/Skills (the rest). But to keep few sections, we can have one section "Requirements" containing all.
We'll output
- ... ...
- ... ...
Requirements
then- .
Next Commitment/Schedule: "Commitment" paragraph.
Content: "Weekly commitment of approximately 1 to 4 hours. Participation in 6 to 7 working group meetings throughout the academic year. Combination of research, collaborative learning, public engagement, and outdoor fieldwork."
We can put under
Schedule
with. Next Benefits: paragraph about benefits. Content: "Your total compensation goes beyond the dollars on your paycheck. Duke provides comprehensive and competitive medical and dental care programs, generous retirement benefits, and a wide array of family-friendly and cultural programs to eligible team members." We can put under
Benefits
with. We should not include Pay section because it's zero or not meaningful. Also not include EEO etc. Check for any other substantive info: "Choose Duke." paragraph: "At Duke, you'll find opportunities to connect scholarship with action, explore innovative approaches to environmental and cultural challenges, and contribute to meaningful community-centered work. Through the RePlant Project, you'll gain valuable experience in interdisciplinary research, public engagement, and applied learning while helping shape educational resources that will benefit future students and community members." That's more about benefits/experience; maybe could be included under About the role or Benefits? It's more about what you'll gain. Could be included under Benefits or maybe a separate section "What you'll gain". But we only have predefined headings; we could incorporate into Benefits or About the role. Since it's about opportunities and experience, maybe we can add to Benefits or to About the role. I'd add a paragraph under Benefits about gaining experience. But Benefits already about medical etc. Could add another paragraph under Benefits about professional development. Or we could create a separate section "What you'll gain" but not in allowed headings. Better to add to Benefits as additional paragraph. Also "Ready to Make a Difference?" paragraph: "Join a collaborative effort that bridges humanities research, ecological stewardship, and cultural preservation. Apply today and help cultivate knowledge, community, and meaningful change through the RePlant Project." That's basically a call to action; we should remove application instructions per instruction: "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions." So we should drop that. Also "Learn more at: https://hr.duke.edu/benefits/" is a link to benefits; we could keep as part of Benefits? It's a reference; but it's basically a link for more info; might be considered boilerplate? It's not navigation but it's a link. Might be okay to keep but it's not essential. I'd keep it as part of Benefits paragraph. Now ensure we don't repeat any duplicated lines. Let's craft final HTML. We'll need to escape any special characters? Not needed. Structure:
About the role
...
...
...
Responsibilities
Requirements
Schedule
Weekly commitment of approximately 1 to 4 hours. Participation in 6 to 7 working group meetings throughout the academic year. Combination of research, collaborative learning, public engagement, and outdoor fieldwork.